MC 2013 spring with Collins
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| Nursing Research | a scientific process that validates & refines existing knowledge & generates new knowledge that directly & indirectly influences nursing practice
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| Knowledge | information acquired in a variety of ways
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| Scientific Method | 1. Selecting & defining a problem
2. formulating research question(s) or hypotheses or both
3. collecting data
4. analyzing data
5. reporting results
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| Nursing Metaparadigm | person, environment, health, & nurisng
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| Quantitative methods | emphasize measurement, testing of hypothese, & statistical anaylsis.
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| Examples of Quantitative methods | experiments, questionaires, surveys
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| descriptive research | describes a phenomenon
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| correlational research | relationships between & among 2 variables
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| Quasi-experimental research | 2 groups experimental & comparison but specific group
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| Experimental research | random ground unlike Quasi specific group
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| Qualitative methods | emphasize understanding of phenomena from the individual's perspective
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| Examples of Qualitative methods | interviews, case studeis, narrative analysis
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| phenomenological research | what is it like ofr them. lots of interviews
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| grounded theory research | what the process or how they do something
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| ethnographic research | how background, depth, culture, implications
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| historical research | how we have changed
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| triangulation | use of qualitative & quantitative methods to collect data about a phenomena
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| What is used to develop policy? | outcomes
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| Florence Nightingale focused on which metaparadigm? | environment
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| During the 1950-60s nursing research focused on what? | quantitative research
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| During the 1970s nursing research focused on what? | standards for clinical practice development & starting research journals
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| During the 1990s nursing research focused on what? | outcomes research
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| What is the process of nursing research? | 1. Define a problem
2. design research
3. collect data
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| What occurs during Phase 1? | identify problem & develop purpose, identify & define variables, formulate research question & hypotheses, & perform literature review
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| What occurs during Phase 2? | identify sample & setting & define measurements
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| What occurs during Phase 3? | data collection
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| What occurs during Phase 4? | analyze data & interpret findings
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| What occurs during Phase 5? | disseminate research findings & non-disseminated research is useless research
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| Basic research | obtain empirical data to develop, refine, or test theory. not immediately concerned with application to clinical practice. wants to know underlying mechanisms to interventions
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| example of Basic research | effect of pressure on tissue
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| applied research | concerned with effect of an intervention on a patient. performed in practice setting
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| example of applied research | turning patient to relieve pressure
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| experimental research | manipulation & control of variable(s) & observing affects of manipulations on other variables
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| true experimental | manipulation of independent variables with random assignments of subjects to groups required. a control group is required.
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| quasi-experimental | manipulation of independent variables. convenience sample or matched groups. controls may or not be present.
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| retrospective | analysis of data collected in the past. less control & reliable
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| prospective | analysis of data collected in the present. more control & reliable
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| cross-sectional | data collected at 1 point in time with no follow-up
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| longitudinal | follows group subjects & collects data at set intervals over a set time period
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| original research | unique or new research idea is focus for advanced researchers. often a dissertation, funded research project, or program
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| replication research | replicates or repeats a study to confirm original findings. encouraged for novice or new researchers
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| Types of quantitative research | descriptive, correlational, quasi-experimental, experimental
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| Types of qualitative research | phenomenological, grounded theory, ethnographic, & historical
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| research problem | situation in need of a solution, improvement, or alteration; or a discrepancy between the way things are & the way they ought to be
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| problem statement must have what top 3 things | 1. justify need
2. current
3. significant for nursing
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| problem statements also need to be | researchable
thinking moves from abstract to concrete
allow for data collection
defines variables
clear concise statement
goals, aim, focus, or objective of the study
includes population & setting
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| variables | qualities,properties, or characteristics of persons, things, or situations that are manipulated or measured in research that must vary
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| conceptual variable | abstract meaning of a variable that usually is based on theory
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| operational variable | a way of defining a variable that makes it measurable or manipulable in the real world
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| independent variables | treatment, stimulus, manipulated, experimental
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| dependent variables | outcome, effect, response
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| IV & DV which depends on which | variability in the DV is presumed to depend on the variability in the IV
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| extraneous variables | not directly related to the purpose of the study but may affect the DV. need to control to minimize influence on DV.
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| What is the most common source for research problems? | nursing practice
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| literature review | the process of examining an extensive number of research & theoretical sources to generate a picture of what is known & not known about a topic of interest or particular problem
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| literature review in a research report | summary of current empirical & theoretical knowledge about a problem that provides basis for the study conducted
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| primary source | directly telling you what they found. they conducted the study
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| secondary source | tells what's out there & current state & their interpretation
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| research questions | a concise, interrogative statement written in the present tense that includes 1 or more variables or concepts
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| hypotheses | a tentative prediction or explanation of the relationship between 2 or more variables. capable of empirical testing. translates a research question into precise prediction of expected outcomes
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| When are hypotheses not used? | qualitative or descriptive quantitative
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| simple hypothesis | expresses the relationship between 1 IV & 1 DV
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| complex | expresses relationship between 2 or more IV &/or 2 DV
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| directional hypothesis | a hypothesis that specifies the expected direction of the relationship between variables
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| nondirectional hypothesis | a hypothesis that does not stipulate direction of the relationship. predicts 2 or more variables that are related. no predictions of the relationship are made.
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| directional or non: if direction of relationship is unknown | non-directional
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| directional or non: relationship in either direction is of importance or interest | non-directional
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| directional or non: if you really don't care about the other direction. it is not important. | directional
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| research hypothesis | states what the researcher thinks is true
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| null hypothesis | a statement of no relationship between 2 variables so that its rejection provides support for the research hypothesis
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| if you accept the null hypothesis then does a relationship exist? | no at least not statistically
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| Nuremberg Code | 1st international effort to establish ethical standards in research including: voluntary consent, subject capacity to give consent, free choice, knowledge of the study, ability to stop at anytime
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| Declaration of Helsinki | created by the world medical association that emphasized ethical principles for medical research including human subjects. research must conform to generally accepted scientific standards based on knowledge of literature, consent written
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| Which codifying work was noted for introducing legal guardians to be able to enroll subjects | Declaration of Helsinki
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| The Belmont Report | articulated ethical princliples on which standards of ethical conduct in research are based. Model for research guidelines by various disciplines. USA. National Research Act est. IRB & bioethical research
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| Principles of Research Ethics | respect for persons/human dignity, beneficence, & justice
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| Principle of Respect for Human Dignity | self-determination, full disclosure, voluntary consent, & diminished autonomy equality
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| Principle of Beneficence | freedom from harm, freedom for exploitation, risk/benefit ratios
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| Principle of Justice | fair treatment & right to privacy
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| anonymity | no identifying info. difficult in quantitative.
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| Vulnerable populations | minors, mentally or physically disabled, institutionalized persons, & pregnant women
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| Informed consent elements | 1. essential info for consent
2. comprehension of consent information
3. competency to give consent
4. voluntary consent
4. assent vs. consent
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| IRB 3 possibilities | 1. exempt from review
2. expedited review
3. complete institutional review
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| exempt from review procedures | students doing research but will not publish
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| expedited review procedures | low to minimum risk
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| complete institutional review procedures | all steps taken to ensure ethical study
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| Function of IRB | protection of rights & welfare, voluntary informed consent, & benefits exceed risks
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| 6 Questions to ask when critiquing the ethics of a study | 1. was it approved by IRB
2. informed consent obtained
3. subjects incompetent to give consent did legally authorized rep give consent
4. rights protected
5. privacy protected
6. benefit-risk ration acceptable
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| What was the date Beecher Article written? | June 16, 1966
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| What school was listed in the footnotes of Beecher's Article? | Harvard Medical School
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| Where was the General Hospital located in that was listed in the $ chart on 1st page of Beecher article? | Massachusetts
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| According to the last footnote in the Beecher Article can evidence unconstitutionally obtained be used in an judicial decision no matter how important it is to the decision? | No
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| In the summary of the Beecher article what were some of the high points? | informed consent, capable of understanding what it is, gain is anticipated & it outweighs the risk, & results must be made clear
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| Which Code: addresses the protection of human subjects & basic principles of ethical behavior | Nuremberg
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| Which Code: need for subjects to be informed of the benefits & harms of the study prior to participation | Helisinki
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| 1950-60's | quantitative & educational studeies
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| 1970 | Standards of Practice
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| 1990 | outcome research
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